Matola, NoluthandoFomunyam, Kehdinga GeorgeMoyo, Sibusiso2023-02-072023-02-072022Matola, N., Fomunyam, K.G. and Moyo, S. 2022. Transforming the teaching and learning process in South African higher institutions. Universal Journal of Educational Research. 10(1): 67-78. doi:10.13189/ujer.2022.1001072332-32052332-3213 (Online)https://hdl.handle.net/10321/4603Teaching and learning is a complex process, which deals with different individuals with different expectations from diverse backgrounds, with different cultural and social capital involved in this process. The teaching and learning process in most South African institutions of higher learning has been plagued by several challenges over the last decade. In this research, the experiences of international postgraduate student lecturers teaching at a university in KwaZulu-Natal were examined. Utilizing the curricular spider web as its framework, it evaluates the experiences of international students lecturing at a university in KwaZulu-Natal, in order to identify the challenges faced by students in this institution during the teaching and learning process, and create a transformation path that can be adopted by other South African institutions of higher learning. This framework utilizes ten different components, each answering some key questions, and all stemming from the rationale for teaching and learning. Using a qualitative case study approach, this research conducted semi-structured interviews involving six participants who were pursuing different postgraduate degrees at the University. Interviews with each participant were conducted in English, lasted about 60 minutes each, and were digitally recorded and transcribed afterwards. Data were analyzed using an open coded process and findings reveal that transforming the teaching and learning process at these institutions of higher learning will largely involve making major changes to the curriculum content, learning activities, and learning resources.12 pen1301 Education Systems2005 Literary StudiesTeachingLearningHigher educationSouth AfricaHigher institutionsTransformingArticle2023-02-0210.13189/ujer.2022.100107